Iowa State University

Iowa State University

2009-2011 Courses and Programs

Iowa State University Catalog

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Teacher Education

David Whaley, Associate Dean, Teacher Education
Teacher Education Faculty: Geoff Abelson (C I), Linda Quinn Allen (WLC), Thomas Andre (C I), Alex Andreotti (C I), Janice Baker (KIN), EunJin Bang (CI), Leslie Bloom (C I), Jackie Blount (C I), Warren Blumenfield (C I), Mary Jane Brotherson (HD FS), Katherine Richardson Bruna (C I), Patricia Carlson (C I), Mike Clough (C I), James Colbert (BIO), Karen Colbert (HD FS), Ana Correia (C I), Sedahlia Crase (HD FS), Corey Drake (C I), Dianne Draper (HD FS), Rich Engelhorn (KIN), Levon Esters (AgEds), Anne Foegen (C I), Michael Golemo (Music), Thomas Greenbowe (Chem), Connie Hargrave (C I), Cheryl Hausafus (AESHM), Sue Hegland (HD FS), Beth Herbel-Eisenmann (C I), Kere Hughes (HD FS), Leah Keino (AESHM), Mimi Lee (CI), Patricia Leigh (C I), John Levis (Engl), Gayle Luze (HD FS), Robert Martin (AgEds), James McShay (C I ), Donna Merkley (C I), Greg Miller (AgEds), Wade Miller (AgEds), Kouider Mokhtari (CI), Susan Maude (HD FS), Sylvia Munsen (Music), Donna Niday (Engl), Dale Niederhauser (C I), Lori Norton-Meier (C I), Joanne Olson (C I), Carla Peterson (HD FS), Gary Phye (C I), Mark Rectanus (WLC), Michael Retallick (Music), James Rodde (Music), Connie Ringlee (Engl), Marcia Rosenbusch (C I), Elizabeth Schabel (Engl), Frank Schabel (KIN), Kevin Schilling (Music), Denise Schmidt (C I), Jennifer Seymour (C I), Carl Smith (C I), Katherine Thomas (KIN), Ann Thompson (C I), Margaret Torrie (HD FS), Robert Tremmel (Engl), Michael Tremmel (Engl), Roberta Vann (Engl), Kerry Whisnant (Phys), Kenneth Windom (Geol)

The mission of University Teacher Education is to develop educators who are caring, competent, and certified. Students who successfully complete the requirements for any of the endorsement areas offered at ISU must demonstrate the skills and knowledge required of beginning teachers. (See Iowa Teaching Standards and Criteria section.)

University Teacher Education is a shared responsibility that spans three colleges. For most licensure areas, students major in a content area while taking additional education courses. All students who are recommended by Iowa State University for teacher licensure must meet the requirements of University Teacher Education and be recommended by their department, college, and the ISU recommending official.

Undergraduate Licensure Areas

An undergraduate student seeking a bachelor's degree must be enrolled in the department in which he or she plans to major and must meet the graduation requirements of that department and college.

Currently, there are sixteen undergraduate teacher licensure areas offered at Iowa State University. These areas and their corresponding grade levels are listed below::
Early Childhood Education (birth-grade 3):
Elementary Education (grades K-6):
Agricultural Education (grades 5-12):
Biology (grades 5-12):
Chemistry (grades 5-12):
Earth Science (grades 5-12):
English (grades 5-12):
Family and Consumer Sciences (grades 5-12):
Health Education (grades 5-12)
History-Social Sciences (grades 5-12)
Mathematics (grades 5-12)
Music (grades K-12)
Physical Education (grades K-12)
Physical Science (grades 5-12)
Physics (grades 5-12)
World Languages and Cultures (French, German, Latin, Russian, and Spanish) (grades 5-12)

Additional Endorsements

Students must fulfill the requirements for one of the licensure areas listed above to add any of the following endorsements:
Art (K-8)
Basic Science (K-8)
Coaching Interscholastic Athletics (grades K-12)
English and Language Arts (K-8)
English as a Second Language (grades K-12)
General Science (grades 5-12)
Health (K-8)
History (K-8)
Instructional Strategist I: Mild/Moderate Disabilities (grades K-8 or 5-12)
Instructional Strategist II: Behavior Disorders/Learning Disabilities (K-12)
Mathematics (K-8)
Middle School (5-8)
Reading (grades K-8 or 5-12)
Social Sciences (K-8)
Speech Communication (grades 5-12)
World Languages and Cultures (French, German, Latin, Russian, and Spanish) (grades K-8)

Post-Bachelor's Teacher Licensure Areas

Students already holding an appropriate bachelor's degree may pursue teacher licensure in any of the undergraduate licensure areas listed above. Interested students should consult with the coordinator of the area in which they plan to specialize so that an individualized program of study can be developed.

Graduate Teacher Licensure Areas

Currently, there are five graduate initial teacher licensure programs. These programs are designed for students who do not currently hold a teaching license. The programs are listed below:
Agricultural Education (M.S.)
Family and Consumer Sciences Education (M.Ed. or M.S.)
Mathematics Education (M.Ed.)
Physical Education (M.S.)
Secondary Sciences Education (M.A.T.)

Iowa State University also offers Master's programs for practicing teachers. The Mathematics Department offers a Masters in School Mathematics. (See Mathematics in Courses and Programs section of this catalog.) The Curriculum and Instruction Department offers a Master's degree program and a certificate program that lead to a special education endorsement. (See Curriculum and Instruction in Courses and Programs section of this catalog.)

Graduate programs are also available for those who seek licensure in Educational Administration as PK-12 school principals or PK-12 superintendents. (See Educational Administration in Courses and Programs section of this catalog.)

Standards

University Teacher Education has a rigorous standards-based curriculum. Two sets of standards are used throughout the program, one that is targeted for pre-service teachers (Standards for University Teacher Education Programs/Candidates which originates from the Iowa Administrative Code, Chapter 79, Standards for Practitioner Preparation Programs) and the other set that is targeted for in-service teachers (the Iowa Teaching Standards and Model Criteria adopted by the State Board of Education). Both are listed below in full.

Standards for University Teacher Education Programs/Candidates

a. Content/subject matter specialization. The candidate demonstrates an understanding of the central concepts, tools of inquiry, and structure of the discipline(s) the candidate teaches, and creates learning experiences that make these aspects of the subject matter meaningful for students. This is evidenced by a completion of a 30-semester-hour teaching major which must minimally include the requirements for at least one of the basic endorsement areas, special education teaching endorsements, or secondary level occupational endorsements. Each elementary candidate must also complete a field of specialization in a single discipline or a formal interdisciplinary program of at least twelve semester hours.

b. Student learning. The candidate demonstrates an understanding of human growth and development and of how students learn, and receives learning opportunities that support intellectual, career, social and personal development.

c. Diverse learners. The candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that are equitable and adaptable to diverse learners.

d. Instructional planning. The candidate plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models.

e. Instructional strategies. The candidate demonstrates an understanding and use of a variety of instructional strategies to encourage students development of critical and creative thinking, problem-solving, and performance skills.

f. Learning environment/classroom management. The candidate uses an understanding of individual and group motivation and behavior; creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation; maintains effective classroom management; and is prepared to address behaviors related to substance abuse and other high-risk behaviors.

g. Communication. The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.

h. Assessment. The candidate understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the student, and effectively uses both formative and summative assessment of students, including student achievement data, to determine appropriate instruction.

i. Foundations, reflective practice and professional development. The candidate develops knowledge of the social, historical, and philosophical foundations of education. The candidate continually evaluates the effects of the candidate's choices and actions on students, parents, and other professionals in the learning community; actively seeks out opportunities to grow professionally; and demonstrates an understanding of teachers as consumers of research and as researchers in the classroom.

j. Collaboration, ethics and relationships. The candidate fosters relationships with parents, school colleagues, and organizations in the larger community to support students learning and development; demonstrates an understanding of educational law and policy, ethics, and the profession of teaching, including the role of boards of education and education agencies; and demonstrates knowledge and dispositions for cooperation with other educators, especially in collaborative/co-teaching as well as in other educational team situations.

k. Technology. The candidate effectively integrates technology into instruction to support student learning.

Iowa Teaching Standards and Criteria

Standard 1:Demonstrates ability to enhance academic performance and support for implementation of the school district student achievement goals.

The teacher:
a. Provides evidence of student learning to students, families, and staff.
b. Implements strategies supporting student, building, and district goals.
c. Uses student performance data as a guide for decision-making.
d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
e. Creates an environment of mutual respect, rapport, and fairness.
f. Participates in and contributes to a school culture that focuses on improved student learning.
g. Communicates with students, families, colleagues, and communities effectively and accurately.

Standard 2:Demonstrates competence in content knowledge appropriate to the teaching position.

The teacher:
a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
b. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.

c. Relates ideas and information within and across content areas.?d. Understands and uses instructional strategies that are appropriate to the content area.

Standard 3:Demonstrates competence in planning and preparing for instruction.

The teacher:
a. Uses student achievement data, local standards, and the district curriculum in planning for instruction.
b. Sets and communicates high expectations for social, behavioral, and academic success of all students.
c. Uses student developmental needs, background, and interests in planning for instruction.
d. Selects strategies to engage all students in learning.
e. Uses available resources, including technologies, in the development and sequencing of instruction.

Standard 4:Uses strategies to deliver instruction that meet the multiple learning needs of students.

The teacher:
a. Aligns classroom instruction with local standards and district curriculum.
b. Uses research-based instructional strategies that address the full range of cognitive levels.
c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
e. Connects students' prior knowledge, life experiences, and interests in the instructional process.
f. Uses available resources, including technologies, in the delivery of instruction.

Standard 5:Uses a variety of methods to monitor student learning.

The teacher:
a. Aligns classroom assessment with instruction.
b. Communicates assessment criteria and standards to all students and parents.
c. Understands and uses the results of multiple assessments to guide planning and instruction.
d. Guides students in goal setting and assessing their own learning.
e. Provides substantive, timely, and constructive feedback to students and parents.
f. Works with other staff and building and district leadership in analysis of student progress.

Standard 6:Demonstrates competence in classroom management.

The teacher:
a. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
b. Establishes, communicates, models, and maintains standards of responsible student behavior.
c. Develops and implements classroom procedures and routines that support high expectations for student learning.
d. Uses instructional time effectively to maximize student achievement.
e. Creates a safe and purposeful learning environment.

Standard 7: Engages in professional growth.

The teacher:
a. Demonstrates habits and skills of continuous inquiry and learning.
b. Works collaboratively to improve professional practice and student learning.
c. Applies research, knowledge, and skills from professional development opportunities to improve practice.
d. Establishes and implements professional development plans based upon the teacher's needs aligned to the Iowa Teaching Standards and district/building student achievement goals.

Standard 8:Fulfills professional responsibilities established by the school district.

The teacher:
a. Adheres to board policies, district procedures, and contractual obligations.
b. Demonstrates professional and ethical conduct as defined by state law and individual district policy.
c. Contributes to efforts to achieve district and building goals.
d. Demonstrates an understanding of and respect for all learners and staff.
e. Collaborates with students, families, colleagues, and communities to enhance student learning.

Standards Assessments

The State Board of Education requires each teacher candidate to demonstrate acquisition of the knowledge, skills and dispositions designated by the standards above for an Iowa teaching license at a level appropriate for a novice teacher. See licensure area coordinator for requirements.

The General Education Requirement

All prospective teachers are required to meet general education requirements as a part of their preparation.

Undergraduate Students

Undergraduate students must complete studies in the following general education groups. General education courses may be found in many departments. Credits listed are minimum requirements. Specific departments and/or colleges may require additional credits. Credits used to satisfy these general education requirements typically satisfy department and college general education requirements. (See licensure area coordinator for more information.)

Cr.
6 Natural sciences
3 Mathematics or Statistics
9 Social Sciences? 6 Humanities
9 Communication Skills
0.5 Library Skills (Lib 160)
33.5 Total

The above requirements must include:
(1). Engl 150 and 250, or equivalent
(2). One course that develops interpersonal or group presentation
(3). HD FS 102 or Psych 230
(4). One course in American history or government (see approved list.)

Post-Bachelor's Students

Students holding an appropriate bachelor's degree who wish to pursue teaching licensure must have at least one course in each of the following five general education groups identified for undergraduate students in the preceding section: Natural Sciences, Mathematics or Statistics, Social Sciences, Humanities, and Communication Skills. Individual departments preparing teachers may require additional credits in general education. (See licensure area coordinator for more information.)

Master's Students

Each Master's program will determine what, if any, general education requirements Master's students must fulfill beyond a bachelor's degree from a regionally accredited institution. (See licensure area coordinator for more information.)

Professional Teacher Education Requirement (Professional Core)

Field Experience Requirement

All students must satisfactorily complete a minimum of 80 hours of pre-student teaching laboratory experience. This requirement may be met through a pre-student teaching course (e.g., C I 280, C I 480, C I 580) or, in certain endorsement areas, a course designated to provide an equivalent experience. Students complete a background check before initial placement in schools and other appropriate locations.

Undergraduate Students

Prospective teachers must complete certain studies related directly to the profession of teaching. All undergraduate students in teacher education must take the following courses prior to student teaching, unless the student's licensure area has an approved content-area course deemed to be equivalent (see specific Licensure Area Requirements section below for details.)

Early Childhood Education and Elementary Education:

Cr.
3 CI 201-Digital Learning in the PK-6 Classroom
3 C I 204 – Social Foundations of American Education
2 C I 245 – Strategies in Teaching
1 C I 268 – Strategies Practicum
3 C I 332 -- Educational Psychology of Young Learners
3 CI 406-Multicultural Foundations of Schools and Society: Introduction
3 Sp Ed 250 – Education of the Exceptional Learner in a Diverse Society
16 Student teaching (16 weeks)

Secondary Education and K-12:

Cr.
3 CI 202: Digital Learning in the 7-12 Classroom
3 C I 204 – Social Foundations of American Education
3 C I 333 -- Educational Psychology
3 CI 406-Multicultural Foundations of Schools and Society: Introduction
3 Sp Ed 450 – Teaching Secondary Students with Exceptionalities in General Education Classrooms
14-16 Student teaching (minimum 14 weeks) (See teacher licensure area coordinator for more information).

Students in K-12 licensure areas and secondary education (grades 5-12) licensure areas must also complete the course listed below unless the student's licensure area has an approved equivalent. Areas with approved equivalents include: Agricultural Education, Physical Education and all Secondary Sciences. (See licensure area coordinator for more information).

Cr.
3 C I 426 – Principles of Secondary Education

Post-Bachelor's Students

Students who hold an appropriate bachelor's degree and seek a teaching license must complete the professional education requirements listed above through course work or examination.

Master's Students

Prospective teachers must complete certain studies related directly to the profession of teaching. All students enrolled in Master's programs that lead to initial licensure must take the following courses prior to student teaching, unless the student's licensure area has an approved content area course deemed to be equivalent. (See Master's Programs section below for details.)

Cr.

3 Sp Ed 501 – Teaching Students with Exceptionalties in General Education
3 C I 505 – Using Technology in Learning and Teaching
3 HPC 504 – Studies in the Foundations of American Education
3 C I 506 – Multicultural Foundations of School and Society: Advanced
3 C I 526 – Principles of Secondary Education
3 C I 529 – Educational Psychology in the Secondary Classroom

14-16 Student teaching (minimum 14 weeks) (See teacher licensure area coordinator for more information).

Admission to University Teacher Education (Checkpoint 1)

The University Teacher Education Office monitors the progress of teacher education students. Admission to University Teacher Education is the first of three checkpoints. At this time, the requirements listed below will be checked. Students will not be able to progress to Student Teaching (Checkpoint 2) and Licensure (Checkpoint 3) without full admission to University Teacher Education (Checkpoint 1). Departments may have higher eligibility requirements for each checkpoint (see licensure area coordinator for more information).

Students transferring from other institutions with a minimum of 2.50 GPA or above may be admitted tentatively; full admission may be granted upon completion of nine semester credits averaging 2.50 or above at Iowa State University. Students who receive tentative admission are required to reapply the following semester by using the application for admission. A minimum of 20 semester credits averaging 2.50 or above must be earned at Iowa State University to receive institution licensure approval (nine of the required 20 semester hours must precede student teaching).

A student seeking admission to University Teacher Education must be accepted by a selection committee for the specific licensure area which the student seeks to enter. Factors considered in evaluating applications (in addition to the requirements listed below) may include professional dispositions, scholarship, interest in teaching, character, interpersonal skills, and physical and mental health.

Recommendations by selection committees must be confirmed by the University Teacher Education Coordinating Council before admission is granted. Students may apply as early as four semesters before the one in which they plan to enroll for student teaching; however, they must be fully admitted into University Teacher Education at least one year prior to the semester they complete the Request for Student Teaching Placement. Students in accelerated graduate programs must be fully admitted by mid-semester prior to their planned student teaching semester.

Requirements for full admission to University Teacher Education as an undergraduate:

1. A minimum 2.5 cumulative grade point average.

2. Successful completion of one of the following basic skills tests:

A composite Praxis I (PPST) score of 522, with a minimum of 170 for each test (reading, writing, and mathematics.

Minimum scores for the basic skills tests may be subject to change. Details regarding the scores, dates and fees for these tests are available online: www.teacher.hs.iastate.edu.

3. Documented completion of ISU approved 10 hours of pre-student teaching field experience.

4. All Curriculum and Instruction (C I), Human Development and Family Studies (HD FS) and Special Education (Sp Ed) courses required for licensure have a minimum grade requirement of a C (pedagogy coursework). Courses in the department of the major specifically required for teacher licensure have a minimum grade requirement of a C- (content coursework).

5. A report from a criminal background check initiated by ISU's recommending official.

Requirements for full admission to University Teacher Education as a post-bachelor's student:

1. A bachelor's degree from a regionally accredited institution and a minimum 2.5 cumulative grade point average from that institution.

2. Successful completion of one of the following basic skills test:

 – Minimum GRE scores (400 on each of the Verbal and Quantitative sections.)

OR

 – A composite Praxis I (PPST) score of 522, with a minimum of 170 for each test (reading, writing, and mathematics.) Some licensure areas may require higher Praxis I scores.

Minimum scores for the basic skills tests may be subject to change. Details regarding the scores, dates and fees for these tests are available online: www.teacher.hs.iastate.edu

3. Documented completion of ISU approved 10 hours of pre-student teaching field experience.

4. All Curriculum and Instruction (C I), Human Development and Family Studies (HD FS) and Special Education (Sp Ed) courses required for licensure have a minimum grade requirement of a C (pedagogy coursework). Courses in the department of the major specifically required for teacher licensure have a minimum grade requirement of a C- (content coursework).

5. A report from a criminal background check initiated by ISU's recommending official.

Requirements for full admission to University Teacher Education as a Master's student:

1. Full admission to an appropriate Master's degree program.

2. Minimum GRE scores (400 on each of the Verbal and Quantitative sections).

3. Documented completion of ISU approved 10 hours of pre-student teaching field experience.

4. All Curriculum and Instruction (C I), Human Development and Family Studies (HD FS) and Special Education (Sp Ed) courses required for licensure have a minimum grade requirement of a C (pedagogy coursework). Courses in the department of the major specifically required for teacher licensure have a minimum grade requirement of a C- (content coursework).

5. A report from a criminal background check initiated by ISU's recommending official.

Students who do not meet the requirements for admission to University Teacher Education may choose to appeal to the University Teacher Education Coordinating Council. The description of the appeals process is available online: www.teacher.hs.iastate.edu.

Maintaining Program Eligibility

Standards Assessments: In order to be recommended for licensure, all students must have demonstrated satisfactory performance across the teacher education competencies, as defined by their specific area. (See the teacher licensure area coordinator for more information.) Students' progress is monitored throughout the program Standards are assessed multiple times. More information is available online:

www.teacher.hs.iastate.edu.


GPA: All students admitted to the University Teacher Education Program must maintain a minimum of a 2.5 cumulative grade point average through completion of their licensure requirements.

Grades: For teacher education students, all Curriculum and Instruction (C I), Human Development and Family Studies (HD FS) and Special Education (Sp Ed) courses required for licensure have a minimum grade requirement of a C. Courses in the department of the major specifically required for teacher licensure have a minimum grade requirement of a C-. Note: Individual departments preparing teachers may have higher eligibility requirements (see teacher licensure area coordinator for more information).

Student Teaching (Checkpoint 2)

Student teaching is the culminating experience. To ensure that students are prepared for this experience, the following requirements must be met prior to submitting your "Request for Student Teaching Placement" form:

1. Full admission to University Teacher Education is required a minimum of 1 year before the start of the student teaching semester. Students in accelerated graduate programs must be fully admitted by mid-semester prior to the student teaching semester.

2. Completion of the "‘Request for Student Teaching Placement" by the deadline in the fall semester for spring student teaching and by the deadline in the spring semester for fall student teaching. Details regarding this application are available in the University Teacher Education Office.

3. A minimum 2.5 cumulative grade point average.

4. A passing grade as determined by the licensure area must have been earned in all required professional teacher education requirement courses and selected courses in the student's licensure area. All Curriculum and Instruction (C I), Human Development and Family Studies (HD FS) and Special Education (Sp Ed) courses required for licensure have a minimum grade requirement of a C (pedagogy coursework). Courses in the department of the major specifically required for teacher licensure have a minimum grade requirement of a C- (content coursework).

Teacher Licensure (Checkpoint 3)

The Iowa Board of Educational Examiners issues teaching licenses that are valid for specific ages or grades (e.g., Birth-3 for early childhood teachers, K-6 for elementary teachers and 5-12 for secondary teachers). Endorsements on a teaching license indicate which subject areas a teacher is qualified to teach. Completion of student teaching and required coursework does NOT guarantee recommendation for a teaching license. The Iowa License may be recommended for students who hold a bachelor's degree from Iowa State University or another regionally accredited institution and who have completed the following:

1. All requirements of an approved licensure area, including the general education requirement and professional teacher education requirement listed above. Note: Specific courses to be used for licensure may not be taken pass/not pass.

2. Additional requirements as designated by the State of Iowa that include, but are not limited to, a special education component and 50 hours of pre-student teaching field experience, 40 of which are to be taken after admission to the University Teacher Education Program.

3. A minimum ISU cumulative grade point average of 2.50 or higher through graduation (or completion of the University Teacher Education Program). (Some licensure areas may require a higher cumulative grade point average.)

4. A minimum grade of C (not C-) must be earned in student teaching to be recommended for licensure.

5. Documentation from the student teaching supervisor that the student has successfully completed the final assessment documenting the student's mastery of the skills and knowledge included in the Iowa Teaching Standards.

Undergraduate and Post-Bachelor's (non-Master's) Teacher Licensure Area Requirements

Certain competencies are required of those who plan to teach at the early childhood, elementary or secondary level. Those preparing to teach at the secondary level must develop a depth of understanding in one or more subject matter areas. For full-time teaching in secondary schools a major in an endorsement area or an approved subject matter concentration of at least 30 semester hours is required. Students interested in adding an additional endorsement area should consult with the coordinator or adviser of the additional area (see the following website for the contact information for the adviser or coordinator that works with students on teacher licensure: www.teacher.hs.iastate.edu. Persons interested in teaching in one of the following endorsement areas should also consult with the appropriate adviser or coordinator. Specific requirements for each teacher licensure area are described below (these requirements are in addition to the General Education Requirements and the Professional Teacher Education Requirements that were listed earlier).

Agricultural Education

The Department of Agricultural Education and Studies is responsible for preparing Agricultural Education teachers for grades 5-12.

For specific content area requirements see Curriculum in Agricultural Education and Studies (Teacher Certification Option).

Required professional courses are: AgEdS 110A, 211A, 310, 401, 402, 416, 417 (14 Cr.)

Required content courses are: AgEdS 488; Agron 114 and 154; An S 101 and 114; Hort 221; Econ 101, 331; NREM 120; 6 credits in agriculture and life sciences; 6 credits in courses 300-level or above to be chosen from technology systems management, animal science, agronomy, agricultural economics, forestry, or horticulture.

Biology

The Biology Program and the Department of Curriculum and Instruction share the responsibility of preparing Biology teachers for grades 5-12.

Required professional courses are: C I 280M,

C I 347, C I 418, C I 419, C I 468J, C I 468K and C I/LAS 417D

Required content courses are: Biol 211, 211L, 212, 212L, 312, 313, 313L, 314, 314L, 315. Biol 366 or 330, or 454. Biol 335 or BMS 329, Micro 302.

Additional courses to obtain a total of 17 credits at the 300 level or above in a basic biological science. Supporting coursework must include 13 credits in chemistry, 8 in physics, and 6 in mathematics.

Chemistry

The Department of Chemistry and the Department of Curriculum and Instruction share the responsibility of preparing Chemistry teachers for grades 5-12.

Required professional courses are C I 280M, C I 347, C I 418, C I 419, C I 468J, C I 468K, and C I 417B.

Required content courses are: Chem 177, 177L, 178, 178L, 211, 211L, 301, 316, 316L, 324, 325, 321L or 322L, 331, 331L, 332, 332L; Phys 221, 222 or Phys 111, 112; Math 165, 166; a minimum of one course in Biol is required; Biol 211 and 211L are recommended.

Students with an endorsement in a natural science who seek approval to teach chemistry as an additional subject area must earn credits in the following courses (15 minimum credits):

Chem 177, 177L, 178, 178L, 211, 211L, 331, 331L, 332, 332L or Chem 163, 163L, 164, 164L, 211, 211L, 231, 231L.

Students with no natural science endorsement who seek approval to teach chemistry as an additional subject area must complete one of the two sets of courses listed above plus sufficient additional courses to total 24 chemistry credits chosen from:

Chem 316, 316L, 324, 325, 322L or BBMB 301, 311, 451.

Early Childhood Education

The Department of Curriculum and Instruction and the Department of Human Development and Family Studies in the College of Human Sciences share the responsibility for preparing teachers to work with children from birth to age 8 (PK-3 including special education).

For specific course requirements, see College of Human Sciences, Curriculum in Early Childhood Education.

Earth Sciences

The Department of Geological and Atmospheric Sciences and the Department of Curriculum and Instruction share the responsibility of preparing Earth Science teachers for grades.5-12

Required professional courses are: C I 280M, 347, 418, 419, 468J, 468K, C I 417J.

Required content courses are: Geol 100, 100L, 102, 102L, 302, 311, 356, 365, 368 and a three credit geology elective; Mteor 206; Astro 120, 150; Chem 177, 177L, 178, 178L; Phys 111, 112; Math 151 or 160 or 165 or 181; Stat 101 or 104 or Com S 107; and one three credit biology course.

Students with an endorsement in a natural science who seek approval to teach earth sciences as an additional subject area must earn credits in the following courses: Geol 100, 100L, 102, 102L, Mteor 206, Astro 120, Astro 150, and at least 3 credits at the 300-level or higher.

Students with no other natural science endorsement, but who seek endorsement in this area, must take Geol 100, 100L, 102, 102L, Mteor 206, Astro 120, Astro 150, plus any additional credits to produce a total of 24, at least 3 credits at the 300-level or higher. See licensure area coordinator for approval prior to taking courses.

Elementary Education

The Department of Curriculum and Instruction in the College of Human Sciences is responsible for preparing elementary (K-6) teachers.

For specific course requirements, see College of Human Sciences, Curriculum in Curriculum and Instruction. Several endorsements may be added to a K-6 teaching license. See an adviser for the most current list and the necessary additional requirements.

English

The Department of English prepares English teachers for grades 5-12

Required professional courses are: C I 280A, 395; Engl 396, 397, 417, and 494.

Required content courses are: see Curriculum, English.

Students seeking to add English as an additional endorsement area must earn 46 credits in the following courses:
3 Advanced Writing: Engl 302, 303, 304, 305, 306, 309, 314, 315, 316
3 Rhetoric: Engl 310
3 Language: Engl 220
19 English Education: CI 395; Engl 396; Engl 397 and CI 280a; Engl 494 and CI 280a; SpEd 450

Students must earn grades of C or better in all of the above courses.

Family and Consumer Sciences

The Family and Consumer Sciences Program in the Department of Apparel, Educational Studies and Hospitality Management prepares Family and Consumer Sciences teachers for grades 5-12

For specific content area course requirements, see Curriculum, Family and Consumer Sciences Education and Studies.

Required professional courses are: FCEdS 206, 306, 318, 403, 413, 417A, and 417B.

Required content courses are: HD FS 102; 220 or 221 or 223 or 226; 276, 349, 283, 341 or 483 or 488; FS HN 111 and 167; T C 121 or 131 or 165 or 204; HD FS 239 or T C 342.

Health Education

The Department of Kinesiology prepares Health teachers for grades 5-12.

Required professional courses are: H S 375 and 417.

Required content courses are: Kin 258; H S 105, 110, 215, 305, 310, 350, 390; FS HN 167; HD FS 276, 373 or 377; Biol 255, 255L.

Students seeking approval for health education as an additional endorsement area must earn credits in the following courses: FS HN 167, HD FS 276, H S 110, 215, 305, 310, 350, 375, 390; Biol 255, 255L.

History-Social Sciences

The Curriculum and Instruction Department and the History Department share the responsibility for preparing History-Social Sciences teachers for grades 5-12.

Contact the History Department for specific information.

History-Social Sciences Education students must earn grades of C or better in all content and pedagogical coursework required for teacher licensure.

Mathematics

The Mathematics Department and the Curriculum and Instruction Department share responsibility for the preparation of Mathematics teachers for grades 5-12

For specific content area course requirements, contact Curriculum and Instruction Advising Office. Required professional courses are: CI 219, 280L, 280A, 480C, 497, 417C

Required content courses are: Math 165, 166, 201, 265, 266 or 267, 301, 317, 341, 397, 435, 436, Com S 107 or 207 or 227, and Stat 101.

Students wishing to add mathematics as an additional endorsement area or as a non-mathematics major with a major in one of the mathematical sciences, physical sciences, or engineering seeking a license to teach mathematics must take the following:

Math 165, 166, 201, 301, 317, 341, 397, 435, 436, Com S 107 or 207 or 227, Stat 101 and CI 480C, and 497.

Music

The Music Department prepares Music teachers for grades K-12.

For specific content area course requirements, see Curriculum, in Music.

Required professional courses are: Music 248, 266, 366, 367 or 368 or 490A, 464 or 465, 466, Music/C I 417K and 417L, Music/C I 480K.

Required content courses are: see Curriculum, in Music.

Physical Education

The Kinesiology Department prepares Physical Education teachers for grades K-12.

Kinesiology and Health (instead of Health and Human Performance)

Required professional courses are: KIN 280, 281, 312, 355, 358, 365 or 366, 372, 375, 395, 417, 418, 470, 475.

Required content courses are: see Curriculum, Kinesiology and Health

Physics

The Physics and Astronomy Department and the Curriculum and Instruction Department share the responsibility for preparing Physics teachers for grades 5-12

For specific content area course requirements, see Curriculum, Physics.

Required professional courses are: C I 280M, 347, 418, 419, 468J, 468K, 417B.

Required content courses are: Phys 221, 222, 311T, 399, 321. Select 12 credits from the following: Phys 302, 304, 306, 310, 321, 321L, 322, 322L, 361, 364, 365, 496; Astro 342, 344L, 346; Chem 324, 325, E E 201, 230; E M 274, 345, 378; M E 330, 231.

Students with an endorsement in a natural science who seek approval to teach physics as an additional endorsement area must complete one of the following sets of courses:

Phys 221, 222, 311T, 321, 321L, 399 (2 cr.),

OR Phys 111, 112, 302, 311T, 399 (2 cr.)

Students with no other natural science endorsement who seek approval to teach physics as an additional endorsement area must complete one of the two sets of courses listed above plus sufficient additional credits from the following list of courses to total 24 credits:

Phys 221, 222, 302, 304, 306, 310, 321, 321L, 322, 322L; Astro 342, 344L, 346; Chem 321, 324, 325; E E 441; E M 274, 345, 378; M E 330, 332.

Physical Science

The Department of Physics and Astronomy and the Department of Curriculum and Instruction share the responsibility for preparing Physical Science teachers for grades 5-12

Required professional courses are: C I 280M, 347, 418, 419, 468J, 468K, 417B.

Required content courses are: Phys 111, 112 or Phys 221, 222; Chem 163, 163L, 231, 231L; Astro 120, 150 or 342, 346; Geol 100, 100L; Mteor 206; Math 151 or 160 or 165 or 181; one course in biology; one additional course numbered 300 and above in astronomy and astrophysics, chemistry, meteorology, physics, or geology.

Students with an endorsement in a natural science who seek approval to teach physical science as an additional area must earn credits in the courses listed below. Students with no other science endorsement, but who seek an additional endorsement in this area, must take the listed courses plus additional credits in the area to total at least 24. See coordinator for approval prior to taking additional courses.

Astro 120 or 150 or 342 or 346
Chem 163, 163L
>Geol 100, 100L
Mteor 206
Phys 111, 112; or 221, 222

World Languages and Cultures

The Department of World Languages and Cultures prepares World Language teachers for grades 5-12

World Language teachers can earn an endorsement in French, German, Latin, Russian or Spanish.

For specific content area course requirements, see Curriculum, World Languages and Cultures.

Required professional courses are: C I 280L, WLC/C I 480, WLC 417 and WLC 487.

Students seeking approval to teach a world language as their first endorsement must have a major in the target language. For an additional endorsement in a world language, students must earn 25 credits in that language. Nine (9) credits must be at the 300 level or above with six (6) of these credits in composition and conversation. Courses at the 100 level are not counted in the 25 required credits. For an endorsement in Latin, 10 of the 25 credits must be at the 300 or 400 level and must include Hist 430 (Cl St 403). All students seeking to teach a world language must demonstrate their proficiency in the language by taking the ACTFL OPI (Oral Proficiency Interview). Students are responsible for the cost of the administration of the OPI and must request that their scores from the OPI be added to their transcript.

Requirements for Additional Endorsements

Students may elect to add additional endorsements to their teaching license by completing the necessary requirements. All "Undergraduate Teacher Licensure Areas" listed above can be pursued as an additional endorsement. Below are the additional endorsements only options that require students to pursue one of the undergraduate, post-bachelor's or graduate teacher licensure areas listed above. Detailed requirements for any endorsement may be obtained from the University Teacher Education Office.

Art (grades K-8)

Students seeking an additional endorsement in Art (K-8) should see an adviser in the Department of Curriculum and Instruction.

Basic Science (grades K-8)

Students seeking an additional endorsement in Basic Science (K-8) should see an adviser in the Department of Curriculum and Instruction.

Coaching Interscholastic Athletics (grades K-12)

The Department Kinesiology offers courses that can lead to a K-12 athletic coach endorsement.

Students seeking approval for the Iowa State University endorsement to coach interscholastic athletics must satisfy the requirements of an endorsement area listed above and earn credits in the following:

Biol 155, Psych 230, KIN 220, and KIN 315

English and Language Arts (grades K-8)

Students seeking an additional endorsement in English and Language Arts (K-8) should see an adviser in the Department of Curriculum and Instruction.

English as a Second Language (grades K-12)

The Department of English offers courses that can lead to a K-12 ESL Teacher endorsement.

To add a K-12 teaching endorsement in English as a Second Language, students must fulfill the requirements of an endorsement area listed above and earn credits in the following courses. In some cases, relevant special topics courses or experimental courses may be substituted. Some courses have prerequisites.

Engl/Ling 219 or Engl/Ling 511

Engl/Ling 220

Engl/Ling 425 or Engl/Ling 517

Engl/Ling 514 or C I 420/520

Engl/Ling 518 or Engl/Ling 524 and Engl/Ling 525

Engl/Ling 588

General Science (grades 5-12)

General Science is an interdepartmental additional area of endorsement for grades 5-12

Students seeking approval to teach general science must earn credits in the following courses:

Biol 211, 211L, 212, 212L

Chem 177, 177L, 178, 178L, 231, 231L

Geol 100, 100L

Phys 111, 112; or 221, 222

Math 151 or 160 or 165 or 181

At least 6 credits from courses numbered 300 or above in astronomy and astrophysics, biochemistry and biophysics, biology, botany, chemistry, genetics, geology, meteorology, microbiology, or physics.

Health (grades K-8)

Students seeking an additional endorsement in Health (K-8) should see an adviser in the Department of Curriculum and Instruction.

History (grades K-8)

Students seeking an additional endorsement in History (K-8) should see an adviser in the Department of Curriculum and Instruction.

Mathematics (grades K-8)Students seeking an additional endorsement in mathematics (K-8) should see an adviser in the Department of Curriculum and Instruction.

Middle School (grades 5-8)

Students seeking an additional endorsement in Middle School (5-8) should see an adviser in the Department of Curriculum and Instruction.

Reading (grades K-8, 5-12)

The Curriculum and Instruction Department offers courses that can lead to a reading endorsement for grades K-8. This department collaborates with the English Department to offer the necessary coursework for a 5-12 reading endorsement.

Students seeking an additional endorsement to teach elementary reading (K-8) should see a Department of Curriculum and Instruction adviser.

Students seeking endorsement to teach reading (5-12) as an additional endorsement must earn credits in the following courses:

Foundations of Reading and Reading in the Content Area: C I 395/595 or CI 551 and C I/Engl 494.

Practicum: C I 488/588

Language Development: Engl 219 or 511

Reading Assessment and Oral Communication: C I 452/552

Written Communication: C I 395/595 and Engl 397

Adolescent Nonfiction and Fiction: Engl 396 or C I 554

Reading Instructional Strategies: C I 456/556 or 553

Social Sciences (grades K-8)

Students seeking an additional endorsement in Social Sciences (K-8) should see an adviser in the Department of Curriculum and Instruction

Special Education (grades K-8, 5-12, K-12)

The Department of Curriculum and Instruction offers courses that can lead to special education endorsements (Instructional Strategist I: Mild/Moderate Disabilities (grades K-8 and grades 5-12) and Instructional Strategist II: Behavior Disorders/Learning Disabilities (K-12)). Students seeking 5-12 special education endorsement must have a current teaching license.

Students seeking an additional K-8 endorsement to teach special education should see an adviser in the Department of Curriculum and Instruction.

Speech Communication (grades 5-12)

The Department of Speech Communication offers courses that can lead to 5-12 speech/theatre endorsement.

Students seeking endorsement to teach speech as an additional area must earn credits in the following courses:

Sp Cm 110 or ComSt 102, Sp Cm 212, 313, 322, 412, 495A, 495B;

Thtre 255 or 360 or 455; Thtre 358; Jl MC 101.

World Languages and Cultures (French, German, Latin, Russian, and Spanish) (grades K-8)

Students seeking an additional endorsement World Languages and Cultures (K-8) should see an adviser in the Department of Curriculum and Instruction.

Master's Programs that Lead to Initial Teacher Licensure ?Agricultural Education

The Agricultural Education and Studies Department offers a Master's of Science program that prepares Agricultural Education teachers for grades 5-12

See coordinator for program requirements.

Mathematics

The Curriculum and Instruction Department offers a Master's of Education program that prepares Mathematics teachers for grades 5-12

See coordinator for program requirements.

Physical Education

The Department of Kinesiology offers a Master's of Science program that prepares Physical Education teachers for grades K-12.

See coordinator for program requirements.

Secondary Sciences

The Department of Curriculum and Instruction offers a Master's of Arts in Teaching program that prepares Secondary Science teachers for grades 5-12. See coordinator for program requirements.